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1

KAŽDODENNOSŤ VIDIECKEJ ŠKOLY – NA PRÍKLADE LOKALITY LIPTOVSKÁ TEPLIČKA V ROKOCH 1945 – 1956

100%
Jágerová M.
Studia Historica Nitriensia
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2016
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vol. 20
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issue 1
262 – 281
EN
Following paper presents the ethnological aspects concerning the everyday life and functioning of rural schools on example of Liptovská Teplička (distr. Poprad). The school is perceived not only as an important institution providing educational functions, but also as a significant factor intervening in everyday life and culture of pupils, their families and the whole rural community. The author focuses on reflection of some selected moments from everyday school life during a post-war period in Czechoslovakia when the new socio-political system was established (1945 – 1956). The main sources of the article are local school chronicles, partly supplemented by qualitative data obtained through ethnological field research in this village.
2

SMALL SCHOOLS - A PROPOSAL FOR RESOLVING SOME PROBLEMS WITH THE ORGANISATION OF EDUCATION IN THE RURAL AREAS OF POLAND

100%
Jakubowski M., Kozinska-Baldyga A.
Wieś i Rolnictwo
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2005
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issue 3(128)
59-79
EN
The article deals with problems posed by the organization of education in rural areas at the time of transformations taking place in Poland. The starting point for considerations is the question about the presences of advantages of scale in the universal system of education and about the relations between school and the village community, parents in particular. The authors are trying to prove that the liquidation of rural schools that have a small number of pupils should not be considered exclusively from the point of view of a temporary reduction in the budget expenditures of a commune. School constitutes the social centre of village life and its liquidation produces in the long run negative effects for the local community. They also draw attention to the fact that an increase in the number of pupils attending the same school impacts negatively on the quality of instruction and upbringing. Their aim is to present an alternative solution which envisages the formation of the so-called Small Schools. These are institutions formed by associations of the residents of villages to replace the liquidated schools that were financed by the local authorities. The authors present the characteristic features of such Small Schools and data attesting to the fact that the cost of financing them can be low and that they ensure a higher quality of education. Additionally, the formation of such schools is a factor stimulating the activity of local community and the development of the social capital of villages. They describe barriers to the formation of Small Schools in Poland and chances that they create for a multi-directional development of rural areas.
3
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POOR AND VERY POOR STUDENTS (Uczniowie zli i bardzo zli)

100%
Zahorska M.
Rocznik Lubuski
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2008
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vol. 34
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issue 1
91-108
EN
The educational reform of 1999 changed the structure of the Polish educational system. A new kind of school was created - lower secondary school (gimnazjum). One of the objectives of this change was to equalize the education levels (or rather to reduce the differences) between urban and rural schools. Unfortunately, the results of external exams have shown a systematic deepening of these differences. Rural schools have increasingly poor, and urban schools - increasingly good results. On the basis of a research conducted in lower secondary schools in six selected rural communities, the authoress has attempted to show the factors which influence their poor educational results. In each rural community, many students are brought by school buses from their homes in the countryside to the school located usually in the biggest village of the community. The poorest results are attained by those travelling students, whereas local students are coping better. Only two of the examined schools have implemented a strategy of assistance for students living in the countryside, and only one has any successes in the field. The group of students brought from small villages includes a group of persons in a very disadvantageous economic situation, encountering learning difficulties due to the fact that they fall behind very strongly and they are not looked after appropriately. Many of them have very low motivation to study and they often skip classes. The creation of gimnazjum became an advantage for the inhabitants of those villages in which such schools were established. Definitely too little has been done to provide realistic opportunities for those who are brought to school from the countryside.
4

HOW RURAL SCHOOLS IN CZECHIA RESPOND TO PARENTAL PREFERENCES: DIFFERENT APPROACHES TO STUDENTS’ WELL-BEING

100%
Svoboda Z., Dvořák D., Zilcher L., Šmíd J., Kučerová S.
Pedagogický časopis (Journal of Pedagogy)
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2022
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vol. 13
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issue 2
105 – 127
EN
Czech parents place particular emphasis on ensuring the overall quality of life of their child when choosing a school. Our study shows how rural state schools understand this demand. A mixed approach was used in our research. In the first step, administrative data from all schools in municipalities with a population of up to 3,000 was used to shortlist 91 schools in demand by both catchment and non- -catchment families. In the second step, socio-geographic data on type of municipality, online presentations, and other documents of the shortlisted schools were analysed. In the last step, case studies of 13 schools were prepared on the basis of parent surveys and interviews with stakeholders. We present case studies of three schools with different explicitly expressed approaches to satisfying parental preferences through a specific mix of care for well-being and valued characteristics of the rural environment. Our study adds to the existing literature on school choice and school leadership by describing specific developmental and/or marketing strategies of rural schools based on the real or perceived characteristics of the countryside.
5

PERSPECTIVES ON ENGLISH TEACHER DEVELOPMENT IN RURAL PRIMARY SCHOOLS IN CHINA

75%
Ping W.
Pedagogický časopis (Journal of Pedagogy)
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2013
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vol. 4
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issue 2
208 – 119
EN
Questionnaires are used to examine Chinese rural primary school English teachers’ needs and challenges and perceptions in the implementation of Standards for Teachers of English in Primary Schools as professional development in rural school contexts in China. A total of 300 teachers participated in the research. Their feedback illustrates that there are serious problems with the current training model and that teachers have a very high expectation of being involved in the Professional Graduate Certificate in Education.
6
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POSITION AND ROLE OF EDUCATION UNDER REFORM IN THE TRANSFORMATION PROCESS OF POMERANIAN LOCAL COMMUNITIES (BASED ON EMPIRICAL RESEARCH) (Polish title - below)

75%
Gazicki A., Socha K.
Rocznik Lubuski
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2008
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vol. 34
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issue 1
169-183
EN
(Title in Polish - 'Miejsce i rola reformujacej sie edukacji w procesie transformacji ustrojowej spolecznosci lokalnych Pomorza – w swietle badan empirycznych'). In the region of Western and Mid Pomerania evaluations and opinions concerning the matter of the availability of secondary schools close to where people live seem to be very similar. The arrangement of these opinions, however, is definitely different. The biggest city agglomerations are clearly privileged, which for certain reasons is understandable. This causes the strengthening of the feeling of discrimination in many aspects in small towns and rural communities, often up to the point of feeling to be the provinces of the region. Economic and developmental factors usually responsible for such situations do not seem to be very convincing. Especially the lack of extracurricular activities, not mentioning their level, has a relatively negative impact on the way adolescents perceive their chances for individual development in smaller rural communities, far from big agglomerations. It has often been manifested among the citizens of the so-called post-PGR ('Panstwowe Gospodarstwo Rolne' - state-owned farm) villages. In the region of Pomerania the preparation of young people to function in the EU is evaluated relatively highly. It is very probable that this is a form of an indirect acceptance of the education system in towns and regions. In this context, all the critical comments and willingness to move out of the place of origin should also be seen as a desire for further improvement and individual development, without regard for being used to living in one place. This, of course, does not change the fact that in the region of Western and Mid Pomerania many disproportions and uneven chances can still be noticed. The basis for such a situation is to a great extent the still noticeable lack of integration of local communities in many small towns. The research made has shown that in spite of many changes for better there is still a lot to be done.
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